Rapid Adaptation During COVID-19: How Undergraduate University Nursing Faculty Adjusted to the Sudden Transition to Online Teaching
Open Access DepositedThis qualitative study explored how university faculty reacted and adjusted in a rapid transition from face-to-face to online instruction during the COVID-19 pandemic. To enhance our understanding of faculty experiences in these contexts, two research questions were developed: 1. What were the reactions of undergraduate university nursing faculty to the sudden transition from face-to-face to online teaching during the COVID-19 pandemic? 2. How did undergraduate university nursing faculty adjust, based on their lived experiences, during the sudden transition from face-to-face to emergency online teaching during the COVID-19 pandemic? This qualitative study used the Job Demands-Resources (JD-R) Model to investigate how the availability of resources impacted university nursing faculty stress, learning, and adjustment as they transitioned to online teaching during the COVID-19 pandemic. The data collection and analysis for this study were conducted using semi-structured interviews with undergraduate nursing faculty at a university in the northeastern United States. As expected, the findings of this study revealed that nursing faculty experienced high levels of stress as they adapted to online teaching. However, they showed resilience through collaboration as they met the challenges of teaching hands-on nursing courses in a virtual format by learning new instructional technologies, supporting one another, sharing resources, and finding creative ways to teach online with little notice and time.
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Mossinger_gwu_0075A_17218.pdf | 2025-04-09 | Open Access |
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